Setting

Miss Bernadette Glabus Gainsborough Benjamin Adlard Community School Sandsfield Lane Gainsborough DN21 1DB

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Education act 2005 to Gainsborough Benjamin Adlard Community School

Following my visit to your school on 29 November 2012, I write on behalf of Her Majesty’s Chief Inspector of Education, Children’s Services and Skills to report on the findings of my visit. Thank you for the help you gave me and for the time you made available to discuss the actions you are taking to improve the school since the most recent section 5 inspection.

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Education act 2005 to Gainsborough Benjamin Adlard Community School

The visit was the first monitoring inspection since the school was judged to require improvement following the section 5 inspection in October 2012. It was carried out under section 8 of the Education Act 2005.

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Evidence

During the visit, meetings were held with the headteacher and deputy headteacher, other leaders, members of the governing body and the CfBT Schools Trust adviser. The school action plan was evaluated. Senior leaders accompanied the inspector on a tour of the school to observe pupils’ learning in lessons. A range of documentation was reviewed, including the school’s monitoring records.

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Context

Since the last inspection, a teacher has resigned and her work is currently being covered by a new teacher. The Early Years Foundation Stage leader is additionally coordinating Key Stage 1. Plans are in place for the deputy headteacher to cover the headteacher’s duties when her days in school reduce to four, starting in January. A representative of the CfBT Schools Trust has joined the Governing Body.

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Main findings

The action plan identifies clearly what the school will do to address the priorities identified at the October inspection. There are clear milestones for checking progress Serco Inspections Cedar House 21 William Street Edgbaston Birmingham B15 1LH T 0300 123 1231 Text Phone: 0161 6188524 enquiries@ofsted.gov.uk www.ofsted.gov.uk Direct T 0121 683 3291 Direct email :tim.ogbourn@serco.com and meeting deadlines. Governors are beginning to challenge the school’s performance more effectively because they know what is expected of senior leaders, staff and pupils. The Governing Body is also clearer about their monitoring role and how to evaluate pupils’ attainment and progress, following data training.

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Main findings

Lesson observations and reviews of pupils’ work are helping to identify the good features of teaching and additional support to share. This is working particularly well when supplemented by examples of good practice in other schools, for example evaluating different approaches to assessment. The decision to build on the good start pupils make, by widening the influence of the Early Years Foundation Stage coordinator into Years 1 and 2, also shows secure judgement by the headteacher.

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Main findings

The school is aware that some curriculum policies need to be updated, in particular to support the development of pupils’ reading, writing and mathematical skills across the curriculum. Pupils’ cultural development also remains a weaker aspect of planning. However, the new ‘reading for pleasure’ policy is helping to raise the profile of reading across the school. The daily focus on phonics teaching is also having an increasing impact on pupils’ understanding and enjoyment of books.

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Main findings

Senior leaders and governors have begun to take effective action to tackle the areas requiring improvement identified at the recent section 5 inspection. Following the visit to the school, HMI recommend that further action is taken to:

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Main findings

 make targets and planned actions for improving attendance clearer in order to reduce the impact of lateness and persistent absence on pupils’ achievement  focus monitoring and evaluation on how well staff apply best practice in order to accelerate pupils’ progress, particularly pupils joining the school mid-term.

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Main findings

Ofsted will continue to monitor the school until its next section 5 inspection.

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External support

The school has welcomed advice and support from the CfBT Schools Trust. The adviser is helping to inform and validate the school’s monitoring and evaluation, focus the role of governors and forge links with other schools. A leading teacher from another school has recently started a programme of additional support.

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External support

I am copying this letter to the Chair of the Governing Body and CfBT Schools Trust.

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